《英語口語交際語言功能價(jià)值評估》作者以Bachman及Palmer交際語言能力理論下的語用能力概念、Bygate的口語技能理論模式、 O'Sullivan et al.的口語語言功能模型及高校英語教學(xué)大綱為基礎(chǔ),以全國英語專業(yè)四級口試對話任務(wù)的真實(shí)語料為研究工具,結(jié)合大規(guī)模問卷調(diào)查系統(tǒng)地構(gòu)建并且評估了中國大學(xué)生的英語口語交際語言功能。作者提出的口語交際語言功能評估模型具備可行性與科學(xué)性,有利于教師把握課堂環(huán)境下學(xué)生的英語口語交際特征與思維習(xí)慣,促進(jìn)對口語交際能力的培養(yǎng)。研究結(jié)果發(fā)現(xiàn)了在測試環(huán)境下每項(xiàng)口語交際語言功能的相對價(jià)值,對細(xì)化英語教學(xué)大綱有借鑒意義!队⒄Z口語交際語言功能價(jià)值評估》的讀者對象為從事英語口語教學(xué)及評估的科研人員與專業(yè)研究生,也可供高等院校英語教師參考使用。
《英語口語交際語言功能價(jià)值評估》在評估英語口語交際能力方面做出了創(chuàng)新式的嘗試,研究結(jié)果富有成效。作者從功能語言學(xué)和測試學(xué)兩個(gè)領(lǐng)域的視角審視了英語口語交際能力的實(shí)質(zhì);在大規(guī)模調(diào)研的基礎(chǔ)上,指出英語口語交際能力可從語言功能的層面予以評估,并設(shè)計(jì)了英語口語交際語言功能(OLF)評估量表,以期建立口語交際語言功能理論模型。在全面分析和評估英語學(xué)習(xí)者在口語交際中析出語言功能特征的同時(shí),作者調(diào)查了教師、專家對評估量表中每項(xiàng)功能的價(jià)值認(rèn)同度,并通過比較和解析二者的異同,歸納出英語口語教學(xué)預(yù)期與學(xué)生實(shí)際習(xí)得成就間的關(guān)系特征。問卷調(diào)查顯示了較高的信度和效度,表明模型假設(shè)成立。
泰中華,1983年1月出生,上海外國語大學(xué)博士,講師。工作單位:大連外國語大學(xué)英語學(xué)院教師,應(yīng)用語言學(xué)研究所成員。參與2項(xiàng)國家及教育部課題;主持1項(xiàng)遼寧省級課題及1項(xiàng)大連外國語大學(xué)校級課題;參編1立B專著。公開發(fā)表7篇文章。主要作品分別發(fā)表在下列期刊上:《外語與外語教學(xué)》,2014(5)CSSCI;Language Assessment Quarterly,2014(1)。
Chapter 1 Introduction
1.1 Study background
1.1.1 Oral interaction
1.1.2 Language function
1.1.3 Oral test tasks
1.1.4 Role-playing task of TEM 4 oral test
1.2 Study objectives and significance
1.2.1 Study objectives
1.2.2 Study significance
1.3 Study configuration
1.4 Summary
Chapter 2 Literature Review
2.1 The definition of oral-interactional language functions
2.1.1 The main theories and researches related to OLF
2.1.2 Critical thinking and initial definition of OLF
2.2 The reasons for the study on OLF
2.2.1 Requirements from teaching syllabus
2.2.2 Feedback from teachers
2.2.3 Feedback from students
2.2.4 Theoretical supports
2.3 Reasons for choosing pair work
2.4 Summary
Chapter 3 The OLF Theoretical Model
3.1 Model construction bases
3.1.1 Theoretical basis
3.1.2 Empirical basis
3.2 Model development process
3.3 Model makeup and interpretation
3.4 Definitions of OLF within the model
3.4.1 Informational functions
3.4.2 Interactional functions
3.4.3 Managing interaction
3.5 OLF characteristics
3.6 Model applicability and explanative force
3.6.1 Model applicability
3.6.2 Model explanative force
3.7 Summary
Chapter 4 Study Design
4.1 Study questions
4.2 Study plan and methodology
4.3 Corpora analysis
4.3.1 Corpora collection and classification
4.3.2 Corpora encoding and tagging
4.3.3 Data processing
4.4 Questionnaire survey
4.4.1 Questionnaire design
4.4.2 Data processing
4.5 Summary
Chapter 5 Corpora Analysis on the Patterns of OLF
5.1 Tagging reliability
5.2 Distribution features of OLF
5.2.1 General features
5.2.2 Local features
5.3 Factor-based OLF elicitation correlations
5.3.1 OLF elicitation correlation with regard to the testing
year
5.3.2 OLF elicitation correlation with regard to oral
proficiency
5.3.3 OLF elicitation correlation with regard to gender
5.3.4 OLF elicitation correlation with regard to the factor of role
5.4 Discussion
5.5 Summary
Chapter 6 Questionnaire Survey on the Values of OLF
6.1 Questionnaire reliability
6.2 Questionnaire validity
6.3 Distribution features of VOLF
6.4 Discussion
6.5 Summary
Chapter 7 Correlation Study between POLF and VOLF
7.1 Correlation analysis
7.2 Discussion
7.3 Summary
Chapter 8 Conclusions
8.1 Value assessment results
8.2 Implications and recommendations
8.2.1 Toward oral English teaching syllabus design
8.2.2 Toward oral English classroom teaching
8.2.3 Toward oral English testing
8.2.4 Toward oral English learning
8.3 Limitations
8.4 Research orientations
8.5 Summary
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ